BILL NUMBER: AB 2881	CHAPTERED  07/05/00

	CHAPTER   77
	FILED WITH SECRETARY OF STATE   JULY 5, 2000
	APPROVED BY GOVERNOR   JULY 5, 2000
	PASSED THE ASSEMBLY   JUNE 22, 2000
	PASSED THE SENATE   JUNE 15, 2000
	AMENDED IN SENATE   JUNE 15, 2000
	AMENDED IN ASSEMBLY   MAY 25, 2000

INTRODUCED BY   Assembly Member Wright
   (Coauthors:  Assembly Members Alquist, Aroner, Calderon, Campbell,
Cardoza, Cedillo, Correa, Cox, Dutra, Gallegos, Granlund, Hertzberg,
Honda, Jackson, Longville, Lowenthal, Maddox, Mazzoni, Robert
Pacheco, Reyes, Romero, Scott, Steinberg, Strom-Martin, Villaraigosa,
Washington, Wesson, Wildman, and Zettel)
   (Coauthors:  Senators Alarcon, Costa, McPherson, O'Connell,
Perata, Rainey, Sher, and Solis)

                        MARCH 6, 2000

   An act to amend Sections 400, 404, 406, and 99220 of, to amend the
heading of Article 2 (commencing with Section 99220) of Chapter 5 of
Part 65 of, to amend and renumber Section 99221 of, and to add
Sections 99221, 99222, 99224, 99225, and 99225.5 to, the Education
Code, relating to teachers, and declaring the urgency thereof, to
take effect immediately.



	LEGISLATIVE COUNSEL'S DIGEST


   AB 2881, R. Wright.   Teachers:  professional development
institutes.
   (1) Existing law establishes the English Language Acquisition
Program which is designed for schools maintaining grades 4 to 8,
inclusive, and under which English Language Development Professional
Institutes provide instruction for school teams from each school
participating in the program.
   This bill would authorize the institutes to provide instruction to
school teams serving English language learners in kindergarten and
grades 1 to 12, inclusive.
   (2) Existing law requests the Regents of the University of
California to jointly develop with the Trustees of the California
State University and the independent colleges and universities, the
California Reading Professional Development Institutes.  Existing law
requires the institutes to commence instruction for up to 6,000
participants who are from school teams from their participating
schools and who receive $1,000 for participating in the institute.
Institutes provide instruction in the teaching of reading.
   This bill would require the institutes to provide instruction for
an additional 14,000 participants and include participants who
provide reading instruction to prekindergarten pupils.  The bill
would provide for ongoing support for second year participants to
include a second year institute focusing on the use of instructional
materials, leveraging of district resources, and the development of
teacher leadership.  The bill would require a participant to
satisfactorily complete an institute to receive the stipend, which
the bill would authorize to be not less than $1,000 nor more than
$2,000, as determined by the University of California.
   The bill would also request that the Regents develop the High
School English Professional Development Institutes, the High School
Mathematics Professional Development Institutes, the Algebra
Professional Development Institutes, and the Elementary Mathematics
Professional Development Institutes, all modeled on the existing
California Reading Professional Development Institutes.  The bill
would require the University of California and its partners in
administering these institutes to contract annually for an
independent evaluation of prescribed institutes and to report the
results of the annual evaluations to the Legislature.
   (3) This bill would declare that it is to take effect immediately
as an urgency statute.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:


  SECTION 1.  Section 400 of the Education Code is amended to read:
   400.  (a) The Legislature finds and declares that English language
proficiency is critical to academic success.  It is, therefore, the
intent of the Legislature to enact the English Language Acquisition
Program to improve the English proficiency of California pupils, so
that those pupils are better able to meet the state's academic
content and performance standards.  It is the intent of the
Legislature that the pupils participating in this program meet grade
level English language development standards established pursuant to
Section 60811, as well as grade level standards in reading, writing,
mathematics, science, and history/social science established pursuant
to Section 60605.
   (b) It is the intent of the Legislature that the English Language
Acquisition Program be administered consistent with research-based
strategies for teaching English language learners, as well as the
program set forth in Chapter 3 (commencing with Section 300), as
applicable.
   (c) It is further the intent of the Legislature that the data
developed through this program be used to inform curriculum,
instruction, assessment, research, inservice staff development, and
teacher preparation regarding use of the most effective practices for
teaching English language learners.
  SEC. 2.  Section 404 of the Education Code is amended to read:
   404.  (a) (1) The Superintendent of Public Instruction shall
allocate to each participating local educational agency, for each
pupil enrolled in any of grades 4 to 8, inclusive, and identified as
eligible for participation in the program established pursuant to
this chapter one hundred dollars ($100) per school year.
   (2) If the available funding is insufficient to support the
minimum allocation set forth in paragraph (1), the Superintendent of
Public Instruction shall give priority for funding to schools with
the highest proportion of pupils enrolled who are identified as
English language learners.
   (b) (1) From funds appropriated specifically for this purpose,
local educational agencies may receive an allocation of one hundred
dollars ($100) on a one-time basis for each English language learner
enrolled in kindergarten or any of grades 1 to 12, inclusive, who is
reclassified to English-fluent status.  Each local educational agency
applying for an allocation pursuant to this subdivision shall
describe the procedures and criteria for reclassification of English
language learners to English-fluent status.  A local educational
agency may not claim funding pursuant to subdivision (a) for any
pupil who has been classified as fluent in the English language if
the local educational agency has received funding on behalf of that
pupil pursuant to this subdivision.  In order to be eligible for
funding pursuant to this subdivision, a local educational agency
shall implement the English language development assessment
established pursuant to Section 60810.
   (2) This subdivision shall only be implemented upon adoption of
English language development standards by the State Board of
Education pursuant to Section 60811.
   (c) Not later than 60 days after the effective date of the act
adding this section, the Superintendent of Public Instruction shall
notify local educational agencies of the availability of funds for
the English Language Acquisition Program.  For purposes of this
chapter, "local educational agency" means a school district, charter
school, or county office of education.  Each local educational agency
shall have the opportunity to request funds appropriated for the
purposes of this chapter not later than 60 days after the
notification from the Superintendent of Public Instruction.
   (d) As a condition of receiving funds under subdivision (a), each
local educational agency shall certify that it will do all of the
following:
   (1) Conduct academic assessments of English language learners to
ensure appropriate placement of those pupils.  The assessments shall
include:
   (A) Initial assessment of English language learners to determine
their English proficiency level.
   (B) Ongoing assessment conducted at least annually to ensure
accurate placement of English language learners, to communicate
progress, and to provide formative assessment information to refine
the program.  Assessment measures shall include, but are not limited
to, the state standardized testing and reporting program required by
Section  60640, unless a pupil is exempted by law, and the English
language development assessment instrument to be developed pursuant
to Section  60810, when it is developed.
   (2) Provide a program for English language development instruction
to assist pupils in successfully achieving the English language
development standards adopted by the State Board of Education
pursuant to Section 60811.  The program shall include structured
immersion instruction to be provided for English learners, such as
specially designed academic instruction in English and sheltered
English strategies to ensure access by English language learners to
the core curriculum, unless the local educational agency has obtained
a waiver pursuant to Section 310.
   (3)  Provide supplemental instructional support, such as
intersession, before and after school opportunities or summer school,
to provide English language learners with continuing English
language development.  These opportunities are to supplement the
regular school program and may include, but are not limited to,
newcomer centers and tutorial support, mentors, or any other program
that meets the objectives of the program established pursuant to this
chapter.  Academic support services needed to provide these
opportunities may be funded by this program.
   (4)  Coordinate services and funding sources available to English
language learners, including, but not limited to, community-based
English tutoring programs established pursuant to Article 4
(commencing with Section 315) of Chapter 3, programs for at-risk
youth, after-school, intersession, and summer school programs,
reading programs established pursuant to Chapter 16 (commencing with
Section 53025) of Part 28 and any available federal funds.  The local
educational agency shall also certify that it integrates adult
community-based tutoring resources with the program established
pursuant to this chapter.
   (e) Funding allocated pursuant to this chapter shall supplement
existing resources supporting language acquisition for English
language learners in grades 4 to 8, inclusive.  Funds may be used for
any of the purposes identified in the program established pursuant
to this chapter.
   (f) Funding for this program is contingent on an appropriation
specifically for this purpose in the annual Budget Act or any other
measure.
  SEC. 3.  Section 406 of the Education Code is amended to read:
   406.  (a) The Regents of the University of California are
requested to authorize the President of the University of California
or his or her designee to jointly develop English Language
Development Professional Institutes with the Chancellor of the
California State University, the Chancellor of the California
Community Colleges, the independent colleges and universities, and
the Superintendent of Public Instruction, or their designees.  In
order to provide maximum access, the institutes shall be offered at
sites widely distributed throughout the state.  The California
subject matter projects, an intersegmental, discipline-based
professional development network administered by the University of
California, is requested to be the organizing entity for the
institutes and follow-up programs.
   (b) (1) Commencing in the 1999-2000 academic year, the institutes
shall provide instruction for school teams from each school
participating in the program established pursuant to this chapter.
Commencing in the 2000-01 academic year, the institutes may provide
instruction for school teams serving English language learners in
kindergarten and grades 1 to 12, inclusive.  A school team shall
include teachers who do not hold cross-cultural or bilingual
cross-cultural certificates or their equivalents, teachers who hold
those certificates or their equivalents, and a schoolsite
administrator.  The majority of the team shall be teachers who do not
hold those cross-cultural certificates or their equivalents.  If the
participating school team employs instructional assistants who
provide instructional services to English language learners, the team
may include these instructional assistants.
   (2) Commencing in July 2000, the English Language Development
Institutes shall provide instruction to an additional 10,000
participants.  These participants shall be in addition to the 5,000
participants authorized as of January 1, 2000.  Commencing July 2001,
and each fiscal year thereafter, the number of participants
receiving instruction through the English Language Development
Institutes shall be specified in the annual Budget Act.
   (3) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' reading scores are at or below the 40th
percentile on the English language arts portion of the achievement
test authorized by  Section 60640.
   (B) Schools in which a high percentage of pupils score below grade
level on the English language development assessment authorized by
Section  60810, when it is developed.
   (C) Schools with a high number of new, underprepared, and
noncredentialed teachers.  Underprepared teachers shall be defined as
teachers who do not possess a cross-cultural or bilingual
cross-cultural certificate, or their equivalents.
   (D) Schools in which the enrollment of English language learners
exceeds 25 percent of the total school enrollment.
   (E) Schools with a full complement of team members as described in
paragraph (1).
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(C) of paragraph (2).
   (c) Each team member who satisfactorily completes an institute
authorized by this section shall receive a stipend, commensurate with
the duration of the institute, of not less than one thousand dollars
($1,000) nor more than two thousand dollars ($2,000), as determined
by the University of California.
   (d) Instruction provided by the institutes shall be consistent
with state-adopted academic content standards and with the English
language development standards adopted pursuant to Section 60811.
   (e) (1) Instruction at the institutes shall consist of an
intensive, sustained training period of no less than 40 hours nor
more than 80 hours during the summer or during an intersession break
and shall be supplemented during the following school year with no
fewer than 80 hours nor more than 120 hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of English language learners at that school.
   (2) Instruction at the institutes shall be of sufficient scope,
depth, and duration to fully equip instructional personnel to offer a
comprehensive and rigorous instructional program for English
language learners and to assess pupil progress so these pupils can
meet the academic content and performance standards  adopted by the
State Board of Education.  The instruction shall be designed to
increase the capacity of teachers and other school personnel to
provide and assess standards-based instruction for English language
learners.
   (3) The instruction shall be multidisciplinary and focus on
instruction in disciplines for which the State Board of Education has
adopted academic content standards.  The instruction shall also be
research-based and provide effective models of professional
development in order to ensure that instructional personnel increase
their skills, at a minimum, in all of the following:
   (A) Literacy instruction and assessment for diverse pupil
populations, including instruction in the teaching of reading that is
research-based and consistent with the balanced, comprehensive
strategies required under Section 44757.
   (B) English language development and second language acquisition
strategies.
   (C) Specially designed instruction and assessment in English.
   (D) Application of appropriate assessment instruments to assess
language proficiency and utilization of benchmarks for
reclassification of pupils from English language learners to fully
English proficient.
   (E) Examination of pupil work as a basis for the alignment of
standards, instruction, and assessment.
   (F) Use of appropriate instructional materials to assist English
language learners to attain academic content standards.
   (G) Instructional technology and its integration into the school
curriculum for English language learners.
   (H) Parent involvement and effective practices for building
partnerships with parents.
   (f) It is the intent of the Legislature that a local educational
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of the course requirements to
an enrolled candidate who satisfactorily completes a California
English Language Development Institute program if the program has
been certified by the Commission on Teacher Credentialing as meeting
preparation standards.
   (g) Nothing in this section shall be construed to prohibit a team
member from attending an institute authorized by this section in more
than one academic year.
   (h) This section shall not apply to the University of California
unless and until the Regents of the University of California act, by
resolution, to make it applicable.
  SEC. 4.  The heading of Article 2 (commencing with Section 99220)
of Chapter 5 of Part 65 of the Education Code is amended to read:

      Article 2.  California Professional Development Institutes

  SEC. 5.  Section 99220 of the Education Code is amended to read:
   99220.  The Regents of the University of California are requested
to jointly develop with the Trustees of California State University
and the independent colleges and universities, the California Reading
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
   (a) (1) In June 1999, the University of California and its
institutes' partners shall commence instruction for 6,000
participants who either provide direct instruction in reading to
pupils in kindergarten or in grade 1, 2, or 3, or who supervise
beginning teachers of reading. Commencing in July 2000, the
institutes shall provide instruction for an additional 14,000
participants who either provide direct instruction in reading to
pupils, including special education pupils, in prekindergarten,
kindergarten or in grade 1, 2, or 3, or supervise beginning teachers
of reading.  Of the 14,000 new positions, at least 2,000 shall be
reserved for prekindergarten teachers who teach in state preschool
programs located in the attendance area of low-performing schools in
order to link prekindergarten literacy development and reading
readiness to the state's reading goals for pupils enrolled in
kindergarten and grades 1 to 3, inclusive.  If there are not enough
applicants to fill the 2,000 positions, the remaining positions may
be filled by teachers of pupils enrolled in kindergarten or any of
grades 1 to 3, inclusive.
   (2) Ongoing support for second-year participants shall include a
second-year institute focusing on the use of instructional materials,
leveraging of school district resources, and the development of
teacher leadership within the school district to improve pupil
achievement in reading.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  These school teams may include both
beginning and experienced teachers and the schoolsite administrator,
with the majority of the team composed of beginning teachers.
   (2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' reading scores are at or below the 40th
percentile on the reading portion of the achievement test authorized
by Section 60640.
   (B) Schools with a high number of beginning and noncredentialed
teachers.
   (C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
   (D) Schools with a full complement of team members as outlined
above.
   (E)  School teams committed to participate in the Elementary
School Intensive Reading Program established pursuant to Article 1
(commencing with Section 53025) of Chapter 16 of Part 28 for a
minimum of three years.
   (F) Schools that have adopted standards-based materials approved
by the State Board of Education.
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(B) of paragraph (2).
   (c) (1) The institutes shall provide instruction in the teaching
of reading in a manner consistent with the standard for a
comprehensive reading instruction program that is research-based, as
described in subparagraphs (A) and (B) of paragraph (4) of
subdivision (b) of Section 44259, and shall include all of the
following components:
   (A) The study of organized, systematic, explicit skills including
phonemic awareness, direct, systematic explicit phonics, and decoding
skills.
   (B) A strong literature, language and comprehension component with
a balance of oral and written language.
   (C) Ongoing diagnostic techniques that inform teaching and
assessment.
   (D) Early intervention techniques.
   (2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum framework on reading/language arts adopted by the State
Board of Education.
   (d) (1) Each participant who satisfactorily completes an institute
authorized by this section shall receive a stipend , commensurate
with the duration of the institute, of not less than one thousand
dollars ($1,000) nor more than two thousand dollars ($2,000), as
determined by the University of California.
   (2) A participant in an institute authorized by this section who
satisfactorily completes additional institute activities or
leadership and mentoring responsibilities in his or her school in
subsequent years in accordance with institute guidelines shall
receive a stipend, commensurate with the participant's
responsibilities, of not less than five hundred dollars ($500) and
not more than two thousand dollars ($2,000), as determined by the
University of California.  It is the intent of the Legislature that
stipends paid to participants under this paragraph average
approximately one thousand dollars ($1,000) per stipend recipient per
year.
   (e) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours nor more than 120 hours during the summer or during an
intersession break, and shall be supplemented, during the following
school year, with no fewer than 80 additional hours nor more than 120
additional hours of instruction and schoolsite meetings, held on at
least a monthly basis, to focus on the academic progress of that
school's pupils in reading.
   (f) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of reading course
requirements to an enrolled candidate who satisfactorily completes a
California Reading Professional Development Institute program if the
institute has been certified by the Commission on Teacher
Credentialing as meeting reading preparation standards.
   (g) Nothing in this section shall be construed to prohibit a
participant from attending an institute authorized by this section in
more than one academic year.
   (h) "Beginning teachers," for purposes of this article, are
teachers with three or fewer years of teaching experience.
  SEC. 6.  Section 99221 of the Education Code is amended and
renumbered to read:
   99226.  (a) This article shall apply to the University of
California only during periods for which the Legislature has
appropriated funds therefor in the annual Budget Act and the Regents
of the University of California have accepted the funds.
   (b) This article shall not apply to the University of California
unless and until the Regents of the University of California act, by
resolution, to make it applicable.
   (c) The Regents of the University of California are requested to
jointly develop with the Trustees of California State University and
the independent colleges and universities, the institutes described
in this article, to be administered by the University of California,
in partnership with the California State University and with private,
independent universities in California.
   (d) Each participant who satisfactorily completes an institute
authorized by this article shall receive a stipend commensurate with
the duration of the institute, of not less than one thousand dollars
($1,000) nor more than two thousand dollars ($2,000), as determined
by the University of California.  However, in making this
determination, the University of California may not exceed the amount
provided in the Budget Act for stipends for each of the institutes
authorized by this article and must serve at each institute the
number of participants specified pursuant to this section.
   (e) Commencing July 2001, and each fiscal year thereafter, the
number of participants receiving instruction through each of these
institutes shall be designated in the annual Budget Act.
   (f) These institutes shall be developed in accordance with all of
the criteria specified in each section, as described therein.
  SEC. 7.  Section 99221 is added to the Education Code, to read:
   99221.  The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the High
School English Professional Development Institutes, to be
administered by the university, in partnership with the California
State University and with private, independent universities in
California, in accordance with all of the following criteria:
   (a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 12,000 participants who
either provide direct instruction in reading and writing to
California public high school pupils in grades 9 to 12, inclusive, or
supervise beginning teachers of high school reading and writing.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  These school teams may include both
beginning and experienced teachers and the schoolsite administrator.

   (2) Criteria and priority for selection of participating school
teams shall include, but is not limited to, all of the following:
   (A) Schools whose pupils' scores on the English language arts
portion of the achievement test authorized by Section 60640 are at or
below the 40th percentile.
   (B) Teams composed of a large percentage of the members of their
schools' English departments, which may include the chair of that
department.
   (C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
   (D) Teams of teachers from various departments within a school.
   (E) Schools with a high number of beginning and noncredentialed
teachers.
   (F) Schools that have adopted standards-based materials approved
by the State Board of Education.
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(E) of paragraph (2).
   (c) (1) The institutes shall provide instruction in the teaching
of reading and writing in a manner consistent with the standard for a
comprehensive reading and writing instruction program that is
research-based, as described in subparagraphs (A) and (B) of
paragraph (4) of subdivision (b) of Section 44259.
   (2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on reading/language arts for kindergarten and
grades 1 to 12, inclusive, that are adopted by the State Board of
Education.
   (d) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours nor more than 120 hours during the summer or during an
intersession break and shall be supplemented, during the following
school year, with no fewer than  80 additional hours nor more than
120 additional hours of instruction and schoolsite meetings, held on
at least a monthly basis, to focus on the academic progress of that
school's pupils in English language arts.
   (e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of English language arts
requirements to an enrolled candidate who satisfactorily completes a
High School English Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting English language arts standards.
  SEC. 8.  Section 99222 is added to the Education Code, to read:
   99222.  The Regents of the University of California are requested
to develop jointly with the Trustees of California State University
and the independent colleges and universities, the High School
Mathematics Professional Development Institutes, to be administered
by the university, in partnership with the California State
University and with private,
        independent universities in California, in accordance with
all of the following criteria:
   (a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,500 participants who
either provide direct instruction in mathematics to California public
high school pupils in grades 9 to 12, inclusive, or supervise
beginning teachers of high school mathematics.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  The school teams may include both
beginning and experienced teachers and the schoolsite administrator.

   (2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
   (B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
   (C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
   (D) Schools with a high number of beginning and noncredentialed
teachers.
   (E) Schools that have adopted standards-based materials approved
by the State Board of Education.
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
   (c) (1) The institutes shall provide instruction in the teaching
of mathematics in a manner consistent with the standard for a
comprehensive mathematics instruction program that is research-based
and shall include all of the following components:
   (A) Instruction in topics commonly found in high school
mathematics courses, including, but not limited to, geometry, algebra
II, trigonometry, and calculus, that will enhance the ability of
teachers to prepare pupils for the achievement test authorized
pursuant to Section 60640 and the high school exit examination
authorized pursuant to Section 60850 and to prepare pupils for
advanced placement and college coursework.
   (B) Ongoing diagnostic techniques that inform teaching and
assessment.
   (C) Early intervention techniques for pupils experiencing
difficulty in mathematics.
   (2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
   (d) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours nor more than 120 hours during the summer or during an
intersession break and shall be supplemented, during the following
school year, with no fewer than 80 additional hours nor more than 120
additional hours of instruction and schoolsite meetings, held on at
least a monthly basis, to focus on the academic progress of that
school's pupils in mathematics.
   (e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes a
High School Mathematics Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
  SEC. 9.  Section 99224 is added to the Education Code, to read:
   99224.  The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the Algebra
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
   (a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in algebra or the coursework in the
two years leading to algebra to pupils enrolled in a public school
in grades 6 to 12, inclusive, or supervise beginning teachers of
algebra.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  These school teams may include both
beginning and experienced teachers and the schoolsite administrator.

   (2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' scores on the mathematics portion of the
achievement examination authorized by Section 60640 are at or below
the 40th percentile.
   (B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
   (C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
   (D) Schools with a high number of beginning and noncredentialed
teachers.
   (E) Schools that have adopted standards-based materials approved
by the State Board of Education.
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
   (c) (1) The institutes shall provide instruction in the teaching
of prealgebra and algebra in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
   (A) Instruction in prealgebra and algebra that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
   (B) Ongoing diagnostic techniques that inform teaching and
assessment.
   (C) Intervention techniques for pupils experiencing difficulty in
prealgebra and algebra.
   (2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
   (d) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours nor more than 120 hours during the summer or during an
intersession break and shall be supplemented, during the following
school year, with no fewer than  80 additional hours nor more than
120 additional hours of instruction and schoolsite meetings, held on
at least a monthly basis, to focus on the academic progress of that
school's pupils in prealgebra and algebra.
   (e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes a
High School Algebra Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
  SEC. 10.  Section 99225 is added to the Education Code, to read:
   99225.  The Regents of the University of California are requested
to develop collaboratively with the Trustees of the California State
University, the independent colleges and universities, and the county
offices of education, the Elementary Mathematics Professional
Development Institutes, to be administered by the university, in
partnership with the California State University and with private,
independent universities in California, in accordance with all of the
following criteria:
   (a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in elementary mathematics to pupils
in grades 4 to 6, inclusive, or supervise beginning teachers of
elementary mathematics.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  These school teams may include both
beginning and experienced teachers and the schoolsite administrator.

   (2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
   (B) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
   (C) Schools with a high number of beginning and noncredentialed
teachers.
   (D) Schools that have adopted standards-based materials approved
by the State Board of Education.
   (3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(C) of paragraph (2).
   (c) (1) The institutes shall provide instruction in the teaching
of elementary mathematics in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
   (A) Instruction in elementary mathematics that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
   (B) Instruction that will prepare teachers as mathematics
specialists and to become teacher trainers at their schools, assuming
more of the responsibility for mathematics instruction.
   (C) Ongoing diagnostic techniques that inform teaching and
assessment.
   (D) Early and continuing intervention techniques for pupils
experiencing difficulty in elementary mathematics.
   (2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
   (d) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours nor more than 120 hours during the summer or during an
intersession break, and shall be supplemented, during the following
school year, with no fewer than 40 additional hours nor more than 120
additional hours of instruction and schoolsite meetings, held on at
least a monthly basis, to focus on the academic progress of that
school's pupils in elementary mathematics.
   (e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes an
Algebra Professional Development Institute if the institute has been
certified by the Commission on Teacher Credentialing as meeting
mathematics standards.
  SEC. 11.  Section 99225.5 is added to the Education Code, to read:

   99225.5.  The University of California and its partners in
administering professional development institutes under this article
shall annually contract for an independent evaluation of the
professional development institutes authorized by Sections 406,
99220, 99221, 99222, 99224, and 99225.  The results of this
evaluation shall be reported, in writing, to the Legislature no later
than January 1, 2002, and annually thereafter.
  SEC. 12.  This act is an urgency statute necessary for the
immediate preservation of the public peace, health, or safety within
the meaning of Article IV of the Constitution and shall go into
immediate effect.  The facts constituting the necessity are:
   In order to implement the Budget Act of 2000 with respect to the
public schools and institutions of higher education, it is necessary
that this act take effect immediately.
